• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.111-122
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• 2005

The goal of this study was to investigate the differences in the effect of feedback from different providers on elementary school students' science achievement and to examine the responses of the students regarding the feedback. Three 6th grade classes were chosen to be assigned as experimental group 1, experimental group 2, and control group, respectively. In experimental group 1, the teacher provided feedback with students concerning the formative evaluations which were conducted periodically. Experimental group 2 was the one in which students were organized into small groups to compose and exchange feedback with one another. No feedback was of offered to students in the control group. The results of the science achievement test indicated ,that the provision of feedback by the teacher resulted in more gains in student academic achievement. The interviews with students revealed that the learners made positive responses to the feedback provided by the teacher while they showed negative attitudes toward the feedback exchange among students. There were also differences in student responses to feedback between high and low achievers in science. Implications for science lessons and science education research were presented and discussed.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.271-289
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• 2020

This study investigates the types of teacher feedback in the process-centered assessment for scientific argumentation. The process-centered assessment visualizes the process of developing scientific argumentation at a group level. Four teachers and 353 high school students participated in this study. We analyzed video recordings, the collaborative modeling-argumentation papers, and teachers' interviews. The findings indicate that the teachers provided feedback on scientific concepts and the development of small group argumentation. We presented a representative case for each category in detail. The study suggests that teachers' efficient use of feedback leads to improvement in students' self-regulation. This study contributes to providing specific and useful guidelines on the use of process-centered assessment for enhancing students' scientific argumentation.

• Proceedings of the Korean System Dynamics Society
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• 2000.02a
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• pp.97-114
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• 2000

시스템 다이내믹스 연구에 있어서 피드백 루프는 시스템의 구조와 행태를 연결시키는 핵심적인 개념적 도구이다. 특히 여러 개의 피드백 루프로 구성된 복잡한 시스템에 있어서, 지배적 피드백 루프(dominant feedback loop) 및 그 전환(shift)은 시스템의 행태를 결정짓는 구조적 원인을 제공한다. 그러나 지배적 피드백 루프에 대한 연구는 아직까지 그 발견방법에 관한 알고리즘 연구에 머물러 있는 상태이다. 지배적 피드백 루프는 시스템의 급격한 변화를 예상하는 단초가 된다는 점에서, 지배적 피드백 루프를 어떻게 인식할 것이냐는 정부의 정책결정에 있어서나 기업의 의사결정에 있어서 중요한 문제라고 할 수 있다. 본 논문에서는 지배적 피드백 루프 및 그 전환에 대한 의사결정자의 인식에 관하여 살펴보고 어떠한 인지적 편향이 있는지에 관하여 검토하고자 한다.

• Journal of the Korea Computer Graphics Society
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• v.26 no.3
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• pp.69-77
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• 2020

This paper proposes an effective method of giving users feedback on 3-dimensional drawing and measures its performance to ensure that feedback can help users enter the correct position in 3D. In the experiment of drawing a given line shape using a hand-held controller, the user is provided with three levels of visual, auditory, and haptic feedback for the position input error. As a result of analyzing the position input accuracy according to the type of feedback, all types of feedback are able to significantly reduce errors, and visual feedback and haptic feedback are more effective than auditory feedback.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.10a
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• pp.219-222
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• 2017

This study aimed to demonstrate the effect of feedback type on users' subjective responses in a voice user interface. Feedback type is classified depend on information characteristic it involves; verification feedback and elaboration feedback. Error type is categorized as recognition error and performance error. Users' subjective assessment about system, feedback acceptance, and intention to use were measured as dependent variables. The results of experiment showed that feedback type has impacts on the subjective assessment(likeability, habitability, system response accuracy) of VUI, feedback acceptance, and intention to use. the results also demonstrated an interaction effect of feedback type and error type on the feedback acceptance. It leads to the conclusion that VUI should be designed with the elaboration feedback about error situation.

• 한국HCI학회:학술대회논문집
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• 2007.02a
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• pp.137-142
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• 2007

한정된 주의력 자원을 회복 시키기 위한 방법 중 피드백이 효과가 있는 것으로 보고되고 있다. 그러나 피드백의 구체적 내용에 대한 집중력 회복의 연구는 미미하다. 본 연구는 집중력을 회복할 수 있는 감각적 자극 중 정서적 피드백 간의 효과 차이를 분석 하였다. 집중력을 평가하기 위한 온라인 실험 시스템을 구축하고 시각, 청각, 촉각 피드백 자극을 제시하여 각각의 감각자극과 집중력 회복의 효과를 분석 하였다. 실험 참여자의 감각 피드백의 선호도에 따른 영향 요인을 알아보기 위하여 실험 후 주관적 설문을 실시하였다. 감각 피드백을 6명의 대학원생에게 일주일에 걸쳐 반복적으로 약200개의 자극을 제시하고 5회 이상 실험을 통하여 얻어진 30회 결과를 분석하였다. 결과적으로 피드백 별 수행 수준에서는 청각, 촉각, 시각 순으로 효과가 높았으며, 반응 시간에서는 촉각, 청각, 시각 순으로 효과적으로 나타났다.

• Journal of the Korean Society for information Management
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• v.15 no.1
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• pp.129-148
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• 1998

The objective of this study is to develop a useful relevance feedback retrieval technique that can be applied to the current Boolean retrieval system. A feedback retrieval technique based on user model is recommended here to achieve this objective. To prove the usefulness of this feedback retrieval technique, two enhanced Boolean retrieval models including DNF model and P-norm model were evaluated first through retrieval effectiveness experiments. After selecting DNF model as the retrieval model, two feedback retrieval experiments were performed using initial and extended user models. It is proved that the feedback retrieval based on user model can greatly enhance the effectiveness of a Boolean retrieval system with a small modification.

• Journal of Korea Game Society
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• v.14 no.5
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• pp.61-68
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• 2014

In the generalization of mobile content use, feedback is a kind of alert that affects content immersion. An alert leads to separation from the content currently being used to transfer to content that raises the alert. Immersive interference can be recognized as a problem in mobile contents use. In this paper, we propose a serious game for overcomes immersion. interference from feedback and the foundation for interrelation research between feedback and immersion. The proposed serious game has been designed to present three kinds of feedback, specifically positive, negative, and hybrid feedback, through social information about the user. We also conducted an experiment to examine the correlation between three kinds of feedback and immersion while consuming digital content. The result of the experiment showed that negative feedback leads to higher immersion than positive feedback.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.5
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• pp.3220-3229
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• 2015

This study analyzed the effect of team feedback environment on feedback-seeking behavior, and further explored how feedback-seeking behavior led to the feeling of thriving at work and team commitment. Also, we examined the moderating effect of self-efficacy on the relationship between team feedback environment and feedback-seeking behavior. Using survey data from 201 workers employed in various industries in Korea, we found that team feedback environment was positively related to feedback-seeking behavior, and that the relationship was moderated by self-efficacy. In addition, feedback-seeking behavior was positively associated with the feeling of thriving at work and team commitment. The result suggests the importance of feedback-seeking behavior in improving performance as well as work attitude and energy. The result also emphasizes the critical role that team feedback environment plays, and the need to find ways to nurture the environment that fosters feedback seeking and giving.

• Journal of the HCI Society of Korea
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• v.11 no.3
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• pp.23-30
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• 2016

The landscape of the current fitness trackers is not only limited to the aerobic exercises but also the weight training is comparatively excluded. Recently, a few weight training fitness tracker was released, human-computer interaction was not well designed due to the lack of considering the context. Because body movement would be intense while doing exercises, having exercise performers hold or operate a device makes a negative experience. As the wearable device is always inseparable to body, it could provide effective feedback because holding or operating a device is not necessary. Therefore, this study aims to make the exercise performers feel a natural feedback through the wearable device to do effective exercises. As a result, this study identified three findings. First, the information which exercise performers most needed was 'during exercise.' and the most necessary information for exercise performers through wearable device's sensory feedback was about 'pace control' with counting and motivation. Second, the order of the most preferred presentation type of sensory feedback was auditory feedback, haptic feedback and visual feedback. Third, the satisfaction, utility, usefulness score of sensory feedback as same as the personal trainer's feedback. In conclusion, this study illustrated the feedback design implications using a wearable device while doing weight training and the possibilities that wearable device could be substitute for personal trainer.